“Remedial Chaos Theory” Episode #303 Written by Chris Mckenna
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Anthropology (Ant) 101 Introduction to Anthropology General Elective S1 902 102 Intro to Cultural Anthropology Anth 220; Society & Culture S1 901N
MORTON COLLEGE CATALOG YEAR: 2019–2020 NIU CATALOG: 2021–2022 DATE: JULY 2021 CALENDAR: SEMESTER AA/AS DEGREES: 62 HRS PAGE 1 of 8 EFFECTIVE FOR COURSES TAKEN FALL 2021, SPRING 2022, AND SUMMER 2022 COMMUNITY COLLEGE COURSE NUMBER/TITLE NIU EQUIVALENT IAI CODE ANTHROPOLOGY (ANT) 101 INTRODUCTION TO ANTHROPOLOGY GENERAL ELECTIVE S1 902 102 INTRO TO CULTURAL ANTHROPOLOGY ANTH 220; SOCIETY & CULTURE S1 901N ART (ART) STUDENTS RECEIVING ART STUDIO (ARTS ELECTIVE) CREDIT FOR COMMUNITY COLLEGE COURSES ARE ENCOURAGED TO SUBMIT A PORTFOLIO OF THEIR WORK FOR POSSIBLE COURSE CREDIT. PLACEMENT IN MAJOR STUDIO CLASSES, EXCEPT FOR CORE COURSES, IS BY PORTFOLIO. CONTACT SCHOOL OF ART FOR INFORMATION ON PPLICATION AND DATES FOR PORTFOLIO SUBMISSION. 101 TWO-DIMENSIONAL FUNDAMENTALS ART 102; CREATIVITY & CRITICAL ANALYSIS 102 THREE-DIMENSIONAL FUNDAMENTALS ART 103; CREATIVITY & CRITICAL ANALYSIS 103 DRAWING I ART 100; CREATIVITY & CRITICAL ANALYSIS 104 DRAWING II ART 101; CREATIVITY & CRITICAL ANALYSIS 105 PAINTING I ARTS ELECTIVE 107 WATERCOLOR ARTS ELECTIVE 111 SCULPTURE I GENERAL ELECTIVE 113 CERAMICS I ARTS ELECTIVE 115 PHOTOGRAPHY I ARTS ELECTIVE 116 PHOTOGRAPHY II GENERAL ELECTIVE 117 DIGITAL PHOTOGRAPHY GENERAL ELECTIVE 120 ART APPRECIATION ARTH 282; CREATIVITY & F2 900 CRITICAL ANALYSIS 125 ART HISTORY SURVEY I ARTH ELECTIVE; CREATIVITY F2 901 & CRITICAL ANALYSIS 126 ART HISTORY SURVEY II ARTH 292; CREATIVITY & F2 902 CRITICAL ANALYSIS 127 ART HISTORY SURVEY III CREATIVITY & CRITICAL F2 902 ANALYSIS ELECTIVE 203 FIGURE DRAWING I ARTS 200 204 FIGURE DRAWING II ARTS ELECTIVE 205 PAINTING II ARTS ELECTIVE 211 SCULPTURE II ARTS 261 213 CERAMICS II ARTS ELECTIVE 217 TRIBAL ART CREATIVITY & CRITICAL F2 903N ANALYSIS ELECTIVE NOTE: ART HISTORY MAJORS W/217 CONTACT SCHOOL OF ART FOR POSSIBLE ART CREDIT. -
Protecting Postmodern Historicism: Identification, Ve Aluation, and Prescriptions for Preeminent Sites
University of Pennsylvania ScholarlyCommons Theses (Historic Preservation) Graduate Program in Historic Preservation 2013 Protecting Postmodern Historicism: Identification, vE aluation, and Prescriptions for Preeminent Sites Jonathan Vimr University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/hp_theses Part of the Historic Preservation and Conservation Commons Vimr, Jonathan, "Protecting Postmodern Historicism: Identification, vE aluation, and Prescriptions for Preeminent Sites" (2013). Theses (Historic Preservation). 211. https://repository.upenn.edu/hp_theses/211 Suggested Citation: Vimr, Jonathan (2013). Protecting Postmodern Historicism: Identification, vE aluation, and Prescriptions for Preeminent Sites. (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/hp_theses/211 For more information, please contact [email protected]. Protecting Postmodern Historicism: Identification, vE aluation, and Prescriptions for Preeminent Sites Abstract Just as architectural history traditionally takes the form of a march of styles, so too do preservationists repeatedly campaign to save seminal works of an architectural manner several decades after its period of prominence. This is currently happening with New Brutalism and given its age and current unpopularity will likely soon befall postmodern historicism. In hopes of preventing the loss of any of the manner’s preeminent works, this study provides professionals with a framework for evaluating the significance of postmodern historicist designs in relation to one another. Through this, the limited resources required for large-scale preservation campaigns can be correctly dedicated to the most emblematic sites. Three case studies demonstrate the application of these criteria and an extended look at recent preservation campaigns provides lessons in how to best proactively preserve unpopular sites. -
Hobbies-And-Habits.Pdf
THE AUTHOR Lisa Eldred Lisa Eldred is a Digital Communication Specialist at Covenant Eyes, where she has authored several other books, most notably More Than Single: Finding Purpose Beyond Porn. In her free time she plays video games, writes sonnets (published online at www.wasabijane.com), and volunteers at her church. Other Contributers Designer | Grace Bolzman Editor | Chris McKenna Illustrator | Rachael Moss Editor | Nicole Morris You are free to distribute print copies of this ebook to anyone you choose. As a courtesy, email us at: [email protected] and let us know you are doing this so we can keep you informed of other similar resources. To distribute this ebook electronically, we ask that you share the page: https://learn.covenanteyes.com/hobbies-and-habits/ For more information about sharing our materials electronically, see: www.covenanteyes.com/permissionspolicy/ Hobbies & Habits | 2 TABLE OF CONTENTS 06 — A Liturgy for One Battling a Destructive Desire 08 PART 1: UNDERSTANDING THE CAGE 09 — Chapter 1: Welcome to Rat Park 13 — Chapter 2: Why We Turn to Porn 20 — Chapter 3: The Secret to Freedom 26 PART 2: FIRST STEPS FORWARD 27 — Chapter 4: Who Do You Want to Be? 31 — Chapter 5: Harnessing the Power of Community 42 — Chapter 6: Reshaping Our Cages 52 — Chapter 7: You Are What You Consume Hobbies & Habits | 3 TABLE OF CONTENTS 61 PART 3: FILLING OUR TIME WITH SOMETHING BETTER 62 — Chapter 8: Why We Don’t Need Willpower to Fight Porn 68 — Chapter 9: Countering Emotional Pain with Creative Hobbies 80 — Chapter 10: Redeeming -
To Our Valued Arcata Community Pool (ACP) Season Pass Holders
To Our Valued Arcata Community Pool (ACP) Season Pass Holders We closed the pool on November 17 as California slipped into the red and then the purple tier designations for COVID spread. These tiers mandated that indoor pools be closed for public use. Humboldt County progressed to the orange tier on April 6th which finally allows facilities such as ours to reopen! The approved Operational Plan has allowed the pool to reopen, but it also has a number of restrictions in place to promote a safe environment for customers and staff. Limited numbers of people in the facility, restrictions on group use, enhanced cleaning procedures are all examples of these restrictions. Aspects of these social distancing measures, additional operational costs and the nearly five‐month closure has created significant operational and financial challenges for the pool. For Season Pass holders we welcome you back to the pool and would like to inform you on how we are going to work with annual passes going forward. For 2020 Passes: 1. We will calculate a credit or a refund, based on you time lost during the most recent closure. This amount will include all days starting on the closure date in November up to the date the pass would have expired in 2021 2. You have three options for this amount. a. We can issue you a credit towards a new 2021 pass. b. A refund can be issued. Once requested a check will be sent to your physical address. This will take up to three weeks to process. c. You can donate this amount if you would like to help the pool through this unprecedented financial challenge. -
Saturday, February 27, 2021 8:30 A.M.—1:00 P.M
Saturday, February 27, 2021 8:30 a.m.—1:00 p.m. ~ VIRTUAL ~ Parent Camp is brought to you through a collaboration between Northville Public Schools & the Northville Educational Foundation Presented by Program 8:30 a.m. —10:00 a.m. Welcome & Introduction Keynote Speaker: Dr. Jim Harris “Understanding Trauma & Stress: A Guide for Parents” It is no secret that raising children in a society today is nothing short of challenging. In his keynote, Dr. Harris will help you better understand the developmental landscape as it relates to trauma and stress. He will also explore the effects that trauma and stress can have on the physiology and psychology of young people and how understanding these potential effects can help us provide more responsible and effective supports for our children. 10:10 a.m.—11:00 a.m. Breakout Session 1 11:10 a.m.—12:00 p.m. Breakout Session 2 12:10 p.m.—1:00 p.m. Breakout Session 3 Parent Camp will be VIRTUAL this year. Click here to see the Parent Camp website for the Zoom links necessary to attend the keynote address and participate in the breakout sessions. You can also go to www.supportnef.org/parent-camp to access the Parent Camp website. Special thanks to all of our presenters for sharing their knowledge, resources and tools to help our parents and students be more successful! Dr. Jim Harris: ”Understanding Trauma & Stress: A Guide for Parents” Dr. Jim Harris is the owner of Opportunities Consulting Services and the Associate Director of the West Virginia Autism Training Center at Marshall University. -
Beginning a Learning Community: Pilot Fall 2006
Beginning a Learning Community: Pilot Fall 2006 By Shirley Buttram to implement the necessary interventions (such as a learning community) to empower students to be successful in college completion. Program Strategy Tinto (1998) advocated enrolling “at-risk” students into a learning com- munity initiative; by Fall 2006, NACC had established the first Mustang Learning Community (MLC) with the intention to provide MLC students Shirley Buttram a smooth transition between developmental/transitional courses and Developmental Studies Coordinator college-level courses. The implementation of the learning community Northeast Alabama Community College initiative involved administering the following components: P. O. Box 159 Rainsville, AL 35986 [email protected] Advisors discreetly enrolled students into the MLC, so that a possible stigma might be lessened. • advisement, • learning style inventory, • learning and Study Strategies Inventory (LASSI), • mentoring and support systems, Colleges and universities across the United States are still enrolling students • intervention activities, who are underprepared for college-level courses of study. Tinto (1998) • supplemental technological assistance, and stated at the Conference on Replacing Remediation in Higher Education: “Students are entering college with no more than a sixth-grade education • assessment and evaluation. in basic skills such as reading, writing, and mathematics.” Therefore, These components were important for the overall assessment and for the colleges and universities across the nation continue to spend considerable evaluation of the learning community project. revenue to provide academic support to developmental students. However, NACC encountered several obstacles in the implementation Tinto’s (1998) research posed a serious problem, which was the enroll- of the Mustang Learning Community (MLC); for example, the Math Chair ment of “at-risk” students in college institutions across the nation. -
Supplément Spécial N° 10 / Juillet 2014
/10 Supplément spécial n° 10 / Juillet 2014 La qualité, ou plutôt l’ineptie de la plupart des films français qui se sont succédé depuis le début de l’année serait-elle proportionnelle à la débâcle critique qui ne cesse de prendre de l’ampleur ? Constat un tantinet exagéré mais une certaine tendance au nivellement par le très très bas s’opère pourtant. Ce n’est pas nouveau que la parole critique concernant le cinéma soit si peu affutée sur le service public, notre consœur L’ouvreuse s’était essayée en 2009 à une immersion intensive d’une semaine dans l’enfer du PAF côté émissions de ciné. Depuis, pas grand chose n’a changé, certaines émissions ont disparu mais globalement une véritable réflexion critique se fait toujours aussi rare. Bien sûr, le net propose une alternative réjouissante car parmi les nombreux sites et blogs se contentant de régurgiter ce que les attachés de presse leur adressent, sont apparus des espaces d’expression tenus par des passionnés livrant leurs réflexions avec une certaine verve et acuité, mais généralement ces sites ne sont pas les mieux référencés ou les plus visités. La quasi absence de développement critique accessible au plus grand nombre est en soi l’illustration de l’échec du service public à formaliser des interstices où pourraient s’épanouir débat et/ou questionnements sur des œuvres présentes ou passées. Si possible quelque chose de plus consistant que la navrante émission « Le Cercle » présentée par Beigbeider où Philippe Rouyer a bien du mal à élever le niveau à lui tout seul.. -
Best Start LA Pilot Community Evaluation Case Study Report 4
Best Start LA Pilot Community Evaluation Case Study Report 4 Implementing Best Start LA: Important Transitions as the Investment is Brought to Scale Prepared for: First 5 LA Prepared by: Ian Hill and Margaret Wilkinson The University of California at Los Angeles July 2013 Acknowledgments The authors would once again like to acknowledge the support and cooperation of the numerous individuals who met with our research team to provide the information summarized in this report. These individuals shared their time, as well as their insights into how the ongoing implementation of Best Start LA in the Metro LA pilot community is proceeding. (A complete list of key informants appears in Appendix 1.) We would also like to thank the program staff at First 5 LA for their assistance in planning and coordinating our site visit. Finally, as always, we are grateful for the careful direction and support provided by our project officers at First 5 LA: Hayley Roper-Fingerhut, Christine Aque, and Melinda Leidy. For more information about First 5 LA and its initiatives, go to http://www.first5la.org. For more information about Best Start LA, go to http://www.beststartla.org. For copies of all the reports prepared under this evaluation, go to http://www.urban.org. Contents I. Introduction ..................................................................................................................... 1 II. Methods .......................................................................................................................... 3 III. Findings: -
Spy Culture and the Making of the Modern Intelligence Agency: from Richard Hannay to James Bond to Drone Warfare By
Spy Culture and the Making of the Modern Intelligence Agency: From Richard Hannay to James Bond to Drone Warfare by Matthew A. Bellamy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (English Language and Literature) in the University of Michigan 2018 Dissertation Committee: Associate Professor Susan Najita, Chair Professor Daniel Hack Professor Mika Lavaque-Manty Associate Professor Andrea Zemgulys Matthew A. Bellamy [email protected] ORCID iD: 0000-0001-6914-8116 © Matthew A. Bellamy 2018 DEDICATION This dissertation is dedicated to all my students, from those in Jacksonville, Florida to those in Port-au-Prince, Haiti and Ann Arbor, Michigan. It is also dedicated to the friends and mentors who have been with me over the seven years of my graduate career. Especially to Charity and Charisse. ii TABLE OF CONTENTS Dedication ii List of Figures v Abstract vi Chapter 1 Introduction: Espionage as the Loss of Agency 1 Methodology; or, Why Study Spy Fiction? 3 A Brief Overview of the Entwined Histories of Espionage as a Practice and Espionage as a Cultural Product 20 Chapter Outline: Chapters 2 and 3 31 Chapter Outline: Chapters 4, 5 and 6 40 Chapter 2 The Spy Agency as a Discursive Formation, Part 1: Conspiracy, Bureaucracy and the Espionage Mindset 52 The SPECTRE of the Many-Headed HYDRA: Conspiracy and the Public’s Experience of Spy Agencies 64 Writing in the Machine: Bureaucracy and Espionage 86 Chapter 3: The Spy Agency as a Discursive Formation, Part 2: Cruelty and Technophilia -
Community Epidemiology 2/17/2017 Department: Health Department Program Contact: Dr
Program #40048 - Community Epidemiology 2/17/2017 Department: Health Department Program Contact: Dr. Frank Franklin Program Offer Type: Existing Operating Program Program Offer Stage: As Requested Related Programs: Program Characteristics: In Target Executive Summary Community Epidemiology Services (CES) provides the fundamental capacity that enables the Public Health Division to make data-driven decisions, program improvements, and policy recommendations. CES helps public health leaders, policy makers, clinicians, and community members assess the magnitude of disease, disorder, and injury burden among community populations. CES identifies the drivers of health and disease determinants and captures whether health interventions are working well. Program Summary Community Epidemiology Services (CES) fulfills a unique and required governmental public health role by collecting and analyzing programmatic, population health, and environmental data to prevent disease and promote and protect health among all Multnomah County populations. The CES unit leads Public Health Division (PHD) programs in coordinated public health data and epidemiologic analysis. Epidemiology is the study of the causes, distribution, and control of disease in populations. CES analyzes population and health system data to assist programs in optimizing quality and accountability to the communities they serve. CES provides data and reports to support program development, strategic planning, resource allocation, decision-making, and community priorities (including community-based participatory research). CES works closely with the Communicable Disease Services program to provide outbreak response through data analysis support, statistical modeling, and standardized investigative guidelines. CES identifies appropriate analytical approaches, helps assure the use of high quality data for analysis, and provides technical, scientific oversight and leadership for all research and assessment work in the PHD. -
Sandwich Community Resources
Sandwich CUSD # 430 Community Resources Table of Contents Crisis Hotlines.................................................................................................................................... 2 Hospitals and Other Health Care............................................................................................... 5 Mental Health Services.................................................................................................................. 6 Individual and Family Therapy..................................................................................................10 Mental Health/Psychological Assessments and Evaluations………………………… 13 Support Groups............................................................................................................................... 15 Housing Resources........................................................................................................................ 18 Food Resources.............................................................................................................................. 20 Mentoring......................................................................................................................................... 22 1 Crisis Hotlines If you or someone you know is in immediate danger please call 911 Police Department - Sandwich Police Department non-emergency phone number 815-786-7261 Screening Assessment and Support Services (SASS) 800-345-9049 Assessment and Support Services (SASS) program for children and adolescents -
259-0610-4571-00000 POLLOCK COMMUNITY WATER PARK OSHKOSH PARKS DEPARTMENT SEASON PASS INFORMATION Please Fill out Each Line Completely and Legibly
259-0610-4571-00000 POLLOCK COMMUNITY WATER PARK OSHKOSH PARKS DEPARTMENT SEASON PASS INFORMATION Please fill out each line completely and legibly. PLEASE PRINT Return completed form with payment to: Oshkosh Parks Dept, 805 Witzel Avenue, Oshkosh WI 54902 HEAD OF HOUSEHOLD (first name, last name) Address Line 1:______________________________________________________________________________ Address Line 2:______________________________________________________________________________ City, State, Zip:______________________________________________________________________________ Home Phone:________________________________________________________________________________ Work Phone: ________________________________________________________________________________ Emergency Phone:___________________________________________________________________________ Mobile Phone:_______________________________________________________________________________ Cell Phone provider (US Cellular, Verizon, Sprint, etc.) _________________________________________ Email Address:______________________________________________________________________________ Resident Status: (Circle One) Resident Non-Resident Emergency Contact Information First/Last Name:____________________________________________________________________________ Relation:____________________________________________________________________________________ E-mail Address:______________________________________________________________________________ Work Phone: ________________________________________________________________________________